The book is targeted at all practitioners in the helping and enabling professions working with children and young people, especially teachers, and is essential reading for anyone undertaking training where elements of psychotherapy and counselling are requisite to practice. As well as a guide for trainees in the helping professions, the book also speaks to advancing practitioners insofar as essential elements of the therapeutic relationship, such as containment, trust and transference, are re-cast in light of the modern challenges of working with children, especially young children. There are an increasing number of courses in the UK (and abroad) which focus on developing practitioners who are delivering early interventions for mental health issues and so The Essentials of Counselling and Psychotherapy in Primary Schools offers a strong underpinning. This book is particularly timely in light of the government’s policy emphasis on increasing MH understanding for schools.

Therapy with Children and Young People addresses the practice of child therapy in school settings in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that considers the influence of family, school and the wider community, placing emphasis on significant development and attachment issues. As well as providing a solid ground in developmental theory, the authors explore the contextual and professional issues of working in a school setting. A wide range of activities and exercises (including using the creative arts to engage with young people through play, story, metaphor and imagery) help you to apply theory to practice in a new way. Challenging ethical dilemmas, such as sharing sensitive information and communicating with parents and teachers, are explored with the support of lively case studies. Covering therapy with children from infant to secondary school, this book will be your essential resource if you wish to work therapeutically in schools.

Foundations of Counseling and Psychotherapy provides an overview of the most prevalent theories of counseling within the context of a scientific model that is both practical and up-to-date. Authors David Sue and Diane Sue provide you with the best practice strategies for working effectively with your clients using an approach that recognizes and utilizes each client’s unique strengths, values, belief systems, and environment to effect positive change. Numerous case studies, self-assessment, and critical thinking examples are included.

This book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools. The book begins by looking at children’s emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parent–child interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, featuring a school for children with severe physical and cognitive disabilities; a primary pupil referral unit; and a therapeutic school. These chapters show psychotherapy with a non-verbal boy with autism; therapy groups with children who have missed out on the building blocks of development alongside reflective groups for school staff; and child psychotherapy approaches at lunchtime and in breaks, with insights from a parent, a clinical lead nurse, a head teacher, and a child psychotherapist. Finally, there is an evaluation of evidence about the impact of child psychotherapy within primary schools. Recognizing the increasing importance of attending to the emotional difficulties of children whose relationships and learning are in jeopardy, this book will be invaluable to all those working in primary schools, to commissioners of child mental health services, to parents and carers, and to experienced and training clinicians.

In this thought-provoking book, Deborah Wright examines the role of both space and objects as they become manifest in the psychoanalytic process and looks at how the role of the consulting room in the therapeutic process is both primitive and transferential. Wright explores spatialisation as simultaneously being a psychological projection of meaning and as physically acting upon the environment, utilised to master the undifferentiated, relentless, internal pressure of instinct. Throughout The Physical and Virtual Space of the Consulting Room, she considers the spatial aspects of work with patients by foregrounding the importance of the consulting room and its contents, including the impact of changes of consulting room, travelling, and in working virtually. Illustrated with clinical material and hand-drawn artwork, Wright orients the reader in the new territory by going beyond the existing literature that considers the objects and space of the consulting room solely as transferential aspects of the analyst. The interdisciplinary approach in this book calls on psychoanalytic theory and technique as well as philosophy, history, archaeology, and anthropology, which will be of great interest to all psychoanalytically orientated therapists as well as anyone, clinical or non-clinical, who makes use of psychoanalysis.

This book addresses guidance and counselling needs of children and adolescents in school settings. Acknowledging that most issues which children and adolescents face do not reach clinical settings and are often addressed by primary caregivers, the book focuses on specific strategies that primary caregivers can use. With an overview of mental health concerns that arise during these developmental stages, the book focuses specifically on the roles that parents and teachers can play. Home and school together play vital roles in the lives of children and adolescents. The book thus recognises the need for them to work together and uses examples from the field to build contexts in which school children and adolescents grow. This is attempted in the backdrop of theories of psychology and mental health therapies. The volume tries to bridge the gap between theory and practical applications of mental health in everyday life. This book would be useful to the students, researchers, and teachers working in the fields of education, psychology, development studies, social work, and sociology. It would also be an invaluable companion to policy-makers, professionals from government and non-government organisations working around education and social development.

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